Factors Contributing To Poor Performance In English Language Among Learners With Mental Challenges In Regular Schools In Olchoro Zone, Narok County Kenya

ABSTRACT

English Language plays a central and strategic role in the school system because almost

all the school subjects are taught using English language. However, students’

achievement in this subject in regular schools is not encouraging. Therefore the purpose

of this study was to investigate factors contributing to poor performance in English

language along learners with mental challenges in regular schools in Olchoro zone Narok

County. The study was guided by the following objectives: to establish the teaching

approaches used in teaching English to learners with mental challenges in Olchoro zone

Narok County; determine the sources of resources used in teaching English to learners

with mental challenges in Olchoro zone Narok County; assess the teachers attitudes

towards teaching English to learners with mental challenges in Olchoro zone Narok

County and to find out the solutions for teaching English to learners with mental

challenges in Olchoro zone Narok County. The study utilized descriptive survey design,

where the sample of 10% of the total population was selected and a sample size of the

study was 50. Descriptive approach was used to collect information. Stratified random

sampling was used to select the sample that represented the whole population.

Questionnaires and observation check list were used since they make easier to collect

data from the respondents. Data was collected and arranged by coding and editing into

manageable proportions and entered into the computer by use of Microsoft Excel spread

sheet computer programs. The presentation of the study findings was in form of tables,

bar graphs and figures where necessary. In summary of the findings, it was found that

majority of respondents indicated as the majority that there should be guideline intended

to provide minimum standards required from directors, teachers an management of

institutions so as to promote English language along learners with mental challenges. The

study also found that this guideline should not restrict or replace the management in

conducting day to day learning lessons. The study concluded that the problems of

learning English language is derived from many different factors in different

environments such as teaching approaches used in teaching English, school resources,

class size, quality of teachers, and the school attendance of learners. The attitude of some

teachers to their job, poor teaching methods and the like influence students’ academic

performance. The study recommended that Teachers need to create a relaxed and an

enjoyable atmosphere in classes that help them overcome their psychological problems

and motivate them to participate more in learning English language.